Jones Paideia Poverty Simulation Follow-Up Meeting Please sit in a group. Thanks! October 6, 2017 Margie Johnson, Ed.D.

Outcomes Our outcomes today are to use the collaborative inquiry process for analyzing data, reflecting upon practices, and determining some next steps.

Norms Active Participation Silence Cell Phones

(NOTE: You leave with your partner’s card.) Give One Get One Take an index card and respond to the below prompt. Think back to a few weeks ago when you participated in the poverty simulation, what are 2-3 takeaways you had from that experience? On the signal, take your card and find a partner. Introduce yourself and share your information, then exchange cards. (NOTE: You leave with your partner’s card.) Table groups identify themes and patterns to share with full group. Lipton and Wellman, 2011

For us, it was a simulation, for some, it’s a reality…..

Federal Poverty Level Pre-Tax Level Family Size Poverty Level Family of 4 $24,563 Family of 3 $19,109 Family of 2 $15,585 United States Census Bureau, 2017

Poverty Info Metropolitan Government of Nashville and Davidson County, 2015

2017-2018 MNPS Data Warehouse School Profile Report 42.21% of Jones Paideia students and families are economically disadvantaged. That’s 122 students. Discuss that percent may be higher as a result of the change in definition for ED. 2017-2018 MNPS Data Warehouse School Profile Report

Data have no meaning. Meaning is imposed through interpretation (Wellman & Lipton, 2004, pp. ix-xi).

Collaborative Inquiry How do we bridge the gap between data and results, so all students have educational success? What is the bridge made of? Collaborative Inquiry Data Results Love, 2009

MNPS Collaborative Inquiry Collaborative Inquiry is a data-based team process that consciously uses the collaborative learning cycle (activating and engaging, exploring and discovering, and organizing and integrating) and the qualities of effective groups (fostering a culture of trust, maintaining a clear focus, taking collective responsibility and data-informed decision-making). MNPS Collaborative Inquiry Community of Practice

Collaborative Learning Cycle Activating and Engaging What assumptions do we bring? What are some predictions we are making? What questions are we asking? What are some possibilities for learning? Organizing and Integrating What inferences, explanations, or conclusions might we draw? What additional data sources might verify our explanations? What solutions might we explore? What data will we need to guide implementation? Managing Modeling Mediating Monitoring Exploring and Discovering What important points seem to pop out? What patterns, categories, or trends are emerging? What seems to be surprising or unexpected? What are some ways we have not yet explored these data? --Lipton, L. & Wellman, B. (2012). Got data? Now what? Bloomington, IN: Solution Tree, Inc.

Calibrating Observations

Data Dive School Profile Assessment—TLA & MAP Dashboard—Attendance Dashboard (current & past 3 years) Poverty Simulation Experience Divide into grade level teams. Related arts teachers can join grade levels or look at school wide data in own group. Sub-divide within team: Assessment Attendance Behavior Remember to pay particular attention to ED and think about what you learned from the poverty experience. Write observations on chart paper. http://datawarehouse.mnps.org

Collaborative Learning Cycle Activating and Engaging What assumptions do we bring? Exploring and Discovering Managing Modeling Mediating Monitoring Organizing and Integrating --Lipton, L. & Wellman, B. (2012

Given what we have learned today, what might be some recommendations of practices we need to stop doing, continue doing, and/or start doing? Stop Doing Continue Doing Start Doing Write one idea per post it note. Share in pairs or trios. Report out ideas…..

Exit Ticket Reflection Given what we have discussed and learned today, what might be some actions you take?

Feedback--- How Was Today’s Meeting Individually Use a post-it note to provide feedback.

Wrap Up

MNPS Collaborative Inquiry Toolkit www.mnpscollaboration.org

References Lipton, L. & Wellman, B. (2012). Got data? Now what? Bloomington, IN: Solution Tree. Lipton, L. & Wellman, B. (2011). Groups at work: Strategies and structures for professional learning. Sherman, CT: MiraVia, LLC. Metropolitan Government of Nashville and Davidson County. (2015). Metropolitan social services planning, coordination, & social data analysis 2015 community needs evaluation, 7th annual edition. Retrieved from https://assets.documentcloud.org/documents/2731331/2015-Community-Needs- Nashville.pdf United States Census Bureau. (2017). Poverty threshold. Retrieved from https://www.census.gov/data/tables/time-series/demo/income-poverty/historical- poverty-thresholds.html